Hidden Potential: The Science of Achieving Greater Things

Grant discusses how educational systems can be designed to bring out the best in students. The chapter opens with the success story of Finland’s educational transformation, highlighting its unexpected rise to the top in the Programme for International Student Assessment (PISA) rankings. In the 1960s, Finland had a mediocre educational system but, by the early 2000s, it had become a global leader.

Finland’s success is attributed to a culture that believes in the potential of all students, not just the top performers. This belief led to practices that aimed to give every student an opportunity to excel. Finnish schools emphasize educational equity, providing personalized support and ensuring that even the weakest students receive help to catch up. Unlike the US, which often focuses on rewarding early signs of brilliance, Finland invests in every student, aiming to minimize achievement gaps.

One of the key practices in Finnish schools is “looping,” where teachers stay with the same students for multiple years. This allows teachers to develop deeper relationships with their students and tailor their teaching to each child’s needs. Studies in North Carolina and Indiana have shown that looping leads to significant improvements in student performance, especially for those who initially struggle.

Finland also prioritizes early interventions and individualized support. For example, when a student named Besart Kabashi struggled with the Finnish language after moving from Kosovo, the school’s principal took personal responsibility for tutoring him. This hands-on approach, coupled with a strong support system involving psychologists, social workers, and special education teachers, helps ensure that no student falls through the cracks.

Another Finnish practice is incorporating ample playtime into the school day, even for older students. This is based on the belief that play fosters a love of learning. Research supports this, showing that students who enjoy school perform better academically. Finnish schools also encourage students to explore their interests, further enhancing intrinsic motivation.

However, Finland’s education system faces challenges. After topping the PISA rankings for several years, Finnish students’ scores began to decline. Experts attribute this to various factors, including complacency and decreased motivation among students. In response, Finland has been experimenting with ways to re-engage students and rekindle their love for learning. One successful initiative is the Me & MyCity program, where sixth graders run a miniature city, managing banks, stores, and newspapers. This program, which combines learning with real-world applications, has been popular and effective in promoting entrepreneurial thinking and economic understanding.

Grant discusses how collective intelligence in teams can be harnessed to solve complex problems. The chapter cites the rescue of 33 miners trapped underground in Chile in 2010, arguing that the rescue team’s success wasn’t just due to individual expertise but to their ability to bring diverse ideas and intelligence to the surface.

At the start of the rescue mission, the team didn’t know if the miners were alive. Maps were incomplete, and they were drilling blindly. On day 17, they received proof of life from the miners. The rescue team used small holes to send food, water, oxygen, and electricity while figuring out how to drill a human-sized hole half a mile deep through granite. This unprecedented task required a broader pool of ideas. The rescue effort relied on collective intelligence rather than just experts. A $10 innovation from a small-time entrepreneur enabled voice contact with the miners, and a 24-year-old engineer’s suggestion was crucial to the rescue.

Grant explores how collective intelligence works through a study by Anita Woolley, a professor of behavioral theory, and her colleagues. They found that successful teams were not just composed of smart individuals but of people with prosocial skills—those who excel at collaborating. Prosocial skills help team members recognize and leverage each other’s strengths, creating cohesion and enabling the team to achieve more collectively.

Grant turns to the “babble effect,” where the most talkative people often become leaders, regardless of their expertise. This can be detrimental as these leaders might not have the best ideas or the ability to foster collaboration. Instead, effective leaders should have prosocial skills, putting the mission and team cohesion above personal glory. This approach was exemplified by André Sougarret, the mining engineer who led the Chilean rescue. He listened to ideas, even from less experienced team members, and created a strategy that maximized the group’s collective intelligence.

Grant introduces the concept of “brainwriting” as an alternative to brainstorming. In brainwriting, individuals first generate ideas independently, and then pool and discuss them as a group. This method helps ensure balanced participation and prevents groupthink. It is particularly effective in groups that struggle with collective intelligence. The Chilean rescue team used a global brainwriting system to gather and vet ideas, involving a diverse network. This system allowed for a wide range of suggestions—from the practical to the outlandish—some of which proved successful.

The chapter concludes with the story of Igor Proestakis, a young engineer who proposed a bold idea to use a cluster hammer to access the miners faster. Despite his inexperience, Igor’s idea was adopted and ultimately played a crucial role in the rescue. This story illustrates the value of a lattice system, where ideas can bypass traditional hierarchies and be evaluated on their merit, not just the proposer’s status.

Grant explores the challenges and shortcomings of identifying hidden potential through traditional job interviews and college admissions.

The chapter begins with the story of José Hernández, who dreamt of becoming an astronaut. Despite his impressive credentials and relentless efforts, he faced repeated rejections from NASA. José’s story highlights the flaws in traditional selection processes, which often fail to recognize true potential. NASA prioritized applicants with significant accomplishments and operational experience but overlooked the adversity candidates had overcome. José, a child of migrant farmworkers, overcame numerous obstacles, including language barriers and financial hardships, to pursue his dream. However, NASA’s process didn’t account for his background, focusing instead on visible achievements rather than the journey.

Grant explains that traditional systems favor those with visible, polished achievements, often neglecting those who have shown resilience and growth. He argues that potential should be measured not just by accomplishments but by the obstacles overcome and the growth demonstrated. Selection processes should consider “grade point trajectory” (GPT) alongside GPA, recognizing improvements over time rather than static achievements. Grant also critiques the reliance on credentials and past performance in hiring and admissions. Studies show that prestigious degrees and extensive experience often do not correlate with future success. For example, prior work experience had virtually no bearing on job performance in various studies. Grant argues that the focus should shift from past achievements to the ability to learn and adapt, especially through the use of work samples, a more effective way to gauge potential. Unlike traditional interviews, which can be stressful and biased, work samples allow candidates to demonstrate their skills in real-time scenarios. This method provides a clearer picture of a candidate’s abilities and potential.

Grant discusses the innovative hiring model of Call Yachol, a call center staffed entirely by people with disabilities. The center uses a unique interview process that focuses on candidates’ strengths and passions. Candidates are given familiar challenges to showcase their skills, and the process includes opportunities for second chances. This approach helps reveal hidden potential that might be missed in conventional interviews.

The chapter concludes with José Hernández’s story. Despite numerous rejections, he continued to improve his skills and eventually secured a job at NASA. His perseverance and adaptability were finally recognized, leading to his selection as an astronaut. Grant emphasizes that identifying hidden potential requires rethinking our evaluation systems. By considering the adversity candidates have overcome and their ability to grow, we can better recognize and nurture diamonds in the rough. This approach not only opens doors for individuals but also enriches organizations and society by tapping into a broader pool of talent.